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Thesis--Lausanne. / Bibliography, p. v-ix.

BACKGROUND: This study sought to identify factors associated with school personnel’s support for tobacco- free policies in Uganda in 2007 and 2011. METHODS: Data were obtained from the combination of the 2007 (n=515) and 2011 (n=682) Ugandan Global School Personnel Survey (GSPS). Analyses included chi-square statistics and multivariate logistic regression. RESULTS: Of the participants, 92.9% supported the tobacco- free policies and 61.9% (n=727) of the schools had a policy restricting tobacco use within the school premises by personnel and students. However only 52.8% (n=370) of those with school policy reported complete enforcement of the school policy. A greater proportion of non-smokers than smokers were in support of a school policy (94.8% vs. 57.7%; p<0.05). Believing that teacher tobacco use influences student use (OR=8.9; 95% CI= 2.41- 33.47) and supporting increase in price of tobacco products (OR=6.4; 95% CI=1.34- 30.58) were significantly associated with support for policy. Those who supported school tobacco-free policy were also more likely to be of the opinion that tobacco industry should be allowed to sponsor school events (OR=4.4; 95% CI= 1.26- 15.23). CONCLUSIONS: Tobacco control interventions should promote personnel’s enforcement of the policies and raise awareness of Tobacco Industry Advertising Promotion and Sponsorship (TAPS) strategies. / Dissertation (MPH)--University of Pretoria, 2015. / tm2015 / School of Health Systems and Public Health (SHSPH) / MPH / Unrestricted

Cell phone use has become ubiquitous in many settings, including the college classroom. Research has shown many negative impacts of cell phone usage on classroom outcomes. For this reason, professors have implemented polices to reduce in-class cell phone use. An ABAB design was used to evaluate a reinforcement-based policy in an undergraduate course (N = 9). The policy involved allowing the students two 2-minute “technology breaks” throughout the three-hour course. Technology breaks conditions were alternated with baseline conditions in which there were no programmed consequences for cell phone use. Data on cell phone use was collected using the PLACHECK method in which trained observers counted the number of students physically interacting with their phones at 10 second intervals. Results showed that usage decreased during the intervention phase (M = 0.5%) from baseline (M = 0.8%). Researchers also calculated quiz scores for the two conditions. There was no statistically significant difference between intervention (M = 70.3%) and baseline conditions (M = 69.2%), (F(7) = 1.68, p = .24). Overall, the study showed technology breaks as a promising way to incorporate a reinforcement-based procedure to reduce classroom cell phone use, but the policy did not reduce cell phone usage to zero.

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There is an unexplained gap in employment between native-born and foreign-born women in most European countries and it is not evident how it can be closed. This essay studies some possible explanations of the gap by looking at the effect of childcare costs and integration policies, through regression analysis. The individual effects are not significant, but the results do however give some indication that the degree of integration policies in a country can change the effect of welfare policies such as childcare.

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